Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Fall 2014
Professor Shaeley Santiago
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Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
Visuals/Resources/Supplementary Materials:
On the Town: A Community Adventure by Judith Caseley
Whiteboard and pull-down screen connected to laptop
Sentence strips w/ sentences from On the Town
Paper for exit slips
Student journals
have a list of vocabulary words on the board I want them to look at, if they recognize any words they can use this information
in our brief discussion of what this lesson is going to be about. (10 minutes)
Content Objective(s):
1. SWABT identify what a community is
2. SWABT identify key vocabulary words
Review/Assessment:
1.1 Through out the book, I will stop at
periodically to point out specific
vocabulary words, ask students to orally
give their predictions and at the end to
review the book by having students
identify the theme/central idea of the book.
2.1 I will model paraphrasing the
definitions to review vocabulary words
with the students
Language Objective(s):
1. Today, I will orally tell a partner what
a community is
2. I will write down key vocabulary words
and define them in my journal using my
own words
Review/Assessment:
1.1 Informal: Students will complete an
exit slip individually by writing down
their own definition of community
2.1 Informal: I will walk around making
sure students are writing the vocabulary
words in their journals. Stopping to give
any redirection to students who may be
lost or need guidance in defining any
words
Wrap-Up/Closure: Students will have the last few minutes of class to complete their exit slip (see assessment). In addition, if they
choose to answer one of the HOTS questions and compose an answer, they can turn it in to receive a bonus point.
Additional Features:
Preparation/Lesson Delivery
Adaptation of Content
Links to Background
Links to Past Learning
Strategies Incorporated
Lesson Pacing
Integration of Processes
Reading
Writing
Speaking
Listening
Scaffolding
Modeling
Guided Practice (gradual release
model used)
Independent Practice
Comprehensible Input
L1 Support
Application
Hands-on
Meaningful
Linked to Objectives (See HOTS)
Promotes Engagement
Group Options/Interaction
Whole Class
Small Groups
Partners
Independent
__Technology
Assessment
Individual
__Group
Written
__Oral
th
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
Visuals/Resources/Supplementary Materials:
Video on community types (teachertube)
Interactive community map (online)
Popplet via computers/laptops
Student Journals
Determining Importance:
Out of all the characteristics discussed today, evaluate and
choose 3 characteristics that are the most important for a
community to have. Why are these characteristics you
have chosen so important?
Connections to Prior Knowledge/Building Background:
1. The students will start off class by watching a video about communities focusing on the different types (urban, Suburban and rural).
This will build their background knowledge and will prompt them to think about their own communities. The video ends with the
narrator asking, Do you know which kind of community you live in? After this video we will go into an activity modeled by the
teacher. (5 minutes)
file://localhost/(http/::www.teachertube.com:video:communities-rural-vs-urban-vs-suburb-271393
Content Objective(s):
1. SWBAT determine
specific elements that
are part of a
community, including
their own individual
communities
2. SWBAT find
similarities between
their communities
Review/Assessment:
1.2 When students have had
time to interact with the
different types of
communities online, I will
ask for a thumbs up/thumbsdown about their
understanding of urban,
suburban and rural
communities.
1.3 Students will turn in
their journals for a quick
check, so I can make sure
they are on track and
participating. I will provide
written feedback. If they
wrote in their L1, and are
comfortable speaking, they
can verbally tell me what
they have in their journal.
2.1 Students will receive
points for their group work.
Each group is required to
share out two mvps from
their conversation on
communities.
Language
Objective(s):
1. I will write in my
journal about what kind
of community I live in,
using key vocabulary
words
2. I will orally
compare my
community and my
classmates
communities, finding
similarities
2.1 Students orally share with their groups, discussing similarities and any
differences. Groups will then share out to the whole class the commonalities
they found between their communities. (See content objective activity 2.1
above)
Review/Assessment:
1.1 Students will turn in
their journals for a quick
check, so I can make
sure they are on track
and participating. I will
provide written feedback
to students about their
journal entryor I will
provide verbal feedback
if the student prefers to
tell me what they wrote.
Scaffolding
Modeling
Group Options/Interaction
Whole Class
Guided Practice
Independent Practice
Comprehensible Input
L1 Support
Application
Hands-on
Meaningful
Linked to Objectives
Promotes Engagement
Small Groups
__Partners
Independent
Technology
Assessment
Individual
Group
Written
Oral
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
HOTS:
Can you assemble a flowchart or mind map about communities
using all of the vocabulary words from this unit?
*By having students create flow charts, they will be selecting,
organizing and sorting information they have learned about
communities. This process links to the common core writing
standard I have used in this unit.
Visuals/Resources/Supplementary Materials:
Clickers
iPads/Laptops with recorded instructions uploaded
Printed directions for assignment
Scratch paper
Student journals for vocabulary reference
Large chart paper for drafts
Review/Assessment:
1.1 Each student will give an example of
one way our classroom is a community.
This will be an informal assessment and
students will not be graded. The purpose of
this assessment is to see if students can
relate the concepts of community to our
classroom.
Language Objective(s):
1. I will orally describe
characteristics of our classroom
community to my classmates and
teacher
2. I will retell the instructions for
our classroom mural to a partner
Review/Assessment:
Scaffolding
Modeling
Guided Practice
Independent Practice
Comprehensible Input
L1 Support
Application
Hands-on
Meaningful
Linked to Objectives
Promotes Engagement
Group Options/Interaction
Whole Class
Small Groups
Partners
Independent
Technology
Assessment
Individual
Group
Written
Oral
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
4. Write and draw (draft) on paper, a plan of how your group is going to represent the 3 most important features of our classroom
community. Work together as a group!
5. Once you have completed a draft, write all group members names on the draft and hand it in to Ms. H!
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Key Vocabulary:
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
HOTS:
Visuals/Resources/Supplementary Materials:
Mural paper
Paint, pencils, markers
Laptops
Rubric for statements
Printer to print the statements
Review/Assessment:
Language Objective(s):
1. I will write a statement describing
what I put in the mural and why I
selected it.
2. I will orally present my written
statement to a partner and to the class.
Review/Assessment:
1.1 Students will use the rubrics as a guide
for their writing piece.
Scaffolding
Modeling (students use their own
drafts as a model for the final
mural)
Guided Practice (partner work)
Independent Practice
Comprehensible Input
L1 Support (grouping)
Application
Hands-on
Meaningful
Linked to Objectives
Promotes Engagement
Group Options/Interaction
Whole Class
Small Groups
Partners
Independent
Technology
Assessment
Individual
__Group
Written
__Oral
Day 5
Rubric for Student Statements
0
Description
Organization
Reflection
Use of Critical
Thinking
10
Detailed information presented
regarding why the
student/group chose what they
did for the mural and why it
was important to their group to
add to the mural
**Students can score between 0-5, and 5-10. Specific feedback will be provided to the students explaining their scores.
Total Possible Points= 50
Teacher Feedback: